Mathematical sense-making through learner choice
Pythagoras
| Field | Value | |
| Title | Mathematical sense-making through learner choice | |
| Creator | Biccard, Piera | |
| Description | This article explores a conceptual relationship between learner choice and mathematical sense-making. It argues that when learners can exercise choice in their mathematical activities, mathematical sense-making can be enhanced. The literature around mathematical modelling suggests a link between sense-making and learner choice. A three-tiered conceptual analysis allowed ‘purposiveness to thinking’ from the author through engagement with selected literature. Research questions related to a three-tiered analysis: generic, context-specific, and conditional accounts of sense-making in mathematics classrooms were formulated. The analysis resulted in a framework showing how sense-making may be constrained or enhanced in mathematics classrooms through learner choice. This article may add to our holistic understanding of sense-making in mathematics classrooms. It may contribute to mathematics teacher education by proposing that teachers are resourced to facilitate learners’ conceptual and procedural choice in primary or secondary mathematics classrooms. | |
| Publisher | AOSIS Publishing | |
| Date | 2018-10-24 | |
| Identifier | 10.4102/pythagoras.v39i1.424 | |
| Source | Pythagoras; Vol 39, No 1 (2018); 9 pages 2223-7895 1012-2346 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://pythagoras.org.za/index.php/pythagoras/article/view/424/627
https://pythagoras.org.za/index.php/pythagoras/article/view/424/626
https://pythagoras.org.za/index.php/pythagoras/article/view/424/628
https://pythagoras.org.za/index.php/pythagoras/article/view/424/625
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